Why is the Entrepreneurial University Important?

2013 ◽  
Vol 1 (2) ◽  
pp. 10-17 ◽  
Author(s):  
Paul D. Hannon
Keyword(s):  
Higher Education ◽  
European Commission ◽  
Educational Leaders ◽  
Learning Opportunities ◽  
Entrepreneurial University ◽  
Current Work ◽  
National Centre ◽  
Unpredictable Environments ◽  
And Behaviors ◽  
The Uk

Entrepreneurship in higher education is now recognized as important as a major driver to underpin innovation. It is also viewed as an appropriate response to succeeding in highly turbulent and unpredictable environments. However confusion remains over its conceptualization, meaning and value as institutional leaders seek ways to understand where this strategically fits within the organization and educational leaders seek to understand how best to embed entrepreneurship within its education and learning opportunities. This paper highlights the challenges faced by universities in becoming entrepreneurial and in creating environments within which entrepreneurial mindsets and behaviors are developed.  The author builds on work undertaken in his previous role as CEO of the National Centre for Entrepreneurship in Education in the UK, current work with the European Commission and highlights practices undertaken in his new role to build an entrepreneurial university.

scholarly journals HRM higher education in Europe

2014 ◽  
Author(s):  
Viviana Meirinhos ◽  
José Alberto Correia
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
European Commission ◽  
Qualitative Methodology ◽  
Information Source ◽  
Learning Opportunities ◽  
Current Trends ◽  
The Subject ◽  
European Higher Education ◽  
Academic Qualifications

Higher education has earned in the recent years an increasing attention in Europe. European Higher Education Area (EHEA) is being developed, a three-cycle qualifications structure is formally in place, the principles of quality assurance are agreed, and a range of mobility instruments is being created. A European Qualifications Framework (EQF) is established (2008), and national qualifications frameworks in Europe should be all be published this year. In the HRM field, higher education is remaining largely unexamined. It is undertheorised and with lack of empirical research, especially if we consider the European reality. With the exception of Brewster et al. (2000) and Boxall et al. (2007), all the research published on the specific HRM higher education field seems to be American (Barber, 1999; Chadwick, 2005; Hayton et al.,2005; Kaufman, 1996, 1999; Langbert, 2005, 2000; Sincoff & Owen, 2004; Van Eyden et al., 1997; Wimbush 2008). This study analyses HRM higher education in Europe with the aim to identify the current trends of European HRM academic qualifications system. In order to provide strategic indicators on the subject, research was carried out in 14 European countries. The sample was constituted by the three cycles defined in Bergen (bachelor, master and PhD) and the primary information source was the Portal on Learning Opportunities throughout the European Space promoted by the European Commission (PLOTEUS). Within a qualitative methodology, qualifications’ structures, approaches, and competencies are explored as main analytical categories.

scholarly journals Entrepreneurial university strategies in the UK context: towards a research agenda

2019 ◽  
Vol 57 (12) ◽  
pp. 3426-3446 ◽  
Author(s):  
David Pickernell ◽  
Alessio Ishizaka ◽  
Shuangfa Huang ◽  
Julienne Senyard
Keyword(s):  
Higher Education ◽  
Knowledge Exchange ◽  
Entrepreneurial University ◽  
Preference Ranking ◽  
Entrepreneurial Universities ◽  
Data Set ◽  
Content Type ◽  
The Uk ◽  
Uk Higher Education ◽  
Education Business

Purpose Prior research shows that universities differ in the knowledge exchange (KE) activities they pursue, but little is known about universities’ strategies regarding their portfolio of KE activities. The purpose of this paper is to explore the KE strategy of UK universities in specific relation to their portfolio of KE activities with small- and medium-sized enterprises. Design/methodology/approach Based on the 2015–2016 Higher Education Business and Community Interaction Survey data set, this study employs the Preference Ranking Organisation METHod for the Enrichment of Evaluations to assess the KE activities from 162 UK higher education institutions. Findings The study reveals that entrepreneurial universities valorise university knowledge assets through five SME-focussed KE activities most beneficial to measuring the entrepreneurial university. It also uncovers four different archetypal categories (groupings) of universities based on their strategic focus of KE activities. Originality/value This study contributes to the entrepreneurial university literature by considering universities’ overall KE portfolio rather than examining individual KE activity in isolation. It provides a clearer understanding of universities’ KE strategies that help define and delineate entrepreneurial universities regarding their range, focus and the combination of KE activities.

Higher Education in Scotland and the UK

2017 ◽  
Vol 26 (1) ◽  
pp. 130-132
Author(s):  
Michael Russell
Keyword(s):  
Higher Education ◽  
The Uk

USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

2015 ◽  
Vol 37 (1) ◽  
pp. 54-67 ◽  
Author(s):  
R J Singh
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Made In

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.

scholarly journals Crisis Management in Higher Education in the Time of Covid-19: The Case of Actor Training

2021 ◽  
Vol 11 (3) ◽  
pp. 132
Author(s):  
Anna McNamara
Keyword(s):  
Higher Education ◽  
Crisis Management ◽  
High Frequency ◽  
High Reliability ◽  
Actor Training ◽  
Management Actions ◽  
The Usa ◽  
The Uk ◽  
The Impact ◽  
High Frequency Words

The impact of Covid-19 placed Higher Education leadership in a state of crisis management, where decision making had to be swift and impactful. This research draws on ethea of mindfulness, actor training techniques, referencing high-reliability organisations (HRO). Interviews conducted by the author with three leaders of actor training conservatoires in Higher Education institutions in Australia, the UK and the USA reflect on crisis management actions taken in response to the impact of Covid-19 on their sector, from which high-frequency words are identified and grouped thematically. Reflecting on these high-frequency words and the thematic grouping, a model of mindful leadership is proposed as a positive tool that may enable those in leadership to recognise and respond efficiently to wider structural frailties within Higher Education, with reference to the capacity of leaders to operate with increased mindfulness, enabling a more resilient organisation that unlocks the locus of control.

scholarly journals Shape-shifting and pushing against the odds: staff perceptions of the experiences of first generation students in South Africa and the UK

2021 ◽  
Author(s):  
Rachel Forsyth ◽  
Claire Hamshire ◽  
Danny Fontaine-Rainen ◽  
Leza Soldaat
Keyword(s):  
Higher Education ◽  
South Africa ◽  
First Generation ◽  
Teaching Practice ◽  
First Generation Students ◽  
Staff Perceptions ◽  
Staff Members ◽  
Diversity And Inclusion ◽  
University Life ◽  
The Uk

AbstractThe principles of diversity and inclusion are valued across the higher education sector, but the ways in which these principles are translated into pedagogic practice are not always evident. Students who are first in their family to attend university continue to report barriers to full participation in university life. They are more likely to leave their studies early, and to achieve lower grades in their final qualifications, than students whose families have previous experience of higher education. The purpose of this study was to explore whether a mismatch between staff perceptions and students’ experiences might be a possible contributor to these disparities. The study explored and compared staff discourses about the experiences of first generation students at two universities, one in the United Kingdom (UK), and the other in South Africa (SA). One-to-one interviews were carried out with 40 staff members (20 at each institution) to explore their views about first generation students. The results showed that staff were well aware of challenges faced by first generation students; however, they were unsure of their roles in relation to shaping an inclusive environment, and tended not to consider how to use the assets that they believed first generation students bring with them to higher education. This paper explores these staff discourses; and considers proposals for challenging commonly-voiced assumptions about students and university life in a broader context of diversity and inclusive teaching practice.

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